Research On The Factors And Strategies Of Improving The Effect Of High School Physics Class

With the deepening of the reform of the new curriculum,the cultivation of talents with all-round development has become the goal of school education in our country at this stage.Nowadays,the pressure of social competition is too great,coupled with the one-sided pursuit of high scores and progression rates,students are under high pressure in the high school stage,and the class time is tight.The high school physics classroom teaching is basically a duck-filled teaching,which is teacher-led and student-passive.,So that students lack learning interest and innovation awareness,classroom teaching efficiency is not high.As a goal jointly pursued by teaching reform and teaching research institutes,it is necessary to improve classroom teaching efficiency.By improving the efficiency of classroom teaching,teachers can help teachers avoid inefficient or even ineffective teaching processes,thereby enhancing the effectiveness of classroom teaching and promoting the overall development of students.How to improve the efficiency of physics teaching in the new situation has become a hot spot for our exploration and research.In view of the problem of improving classroom teaching efficiency under the new situation,this article has conducted in-depth research.Mainly according to the requirements of Tianjin 's new curriculum reform for the general high school physics discipline,first of all,by consulting a large number of related theories and documents,based on foreign theories and domestic theories,it has laid a theoretical foundation for the research of the topic;The methods of questionnaire survey and experiment comparison carried out by teachers in two aspects were based on the current situation that caused the inefficiency of high school classroom teaching.The current situation analysis was conducted to find out the problems in physics classroom teaching and analyze the causes of the problems deeply.,Explored and summarized the internal and external influencing factors of the efficient classroom of ordinary high school physics,and further understood the interest,status,and purpose of ordinary high school students in physics learning,so as to have a deeper understanding of the cause of the problem,from theory and Practical aspects provide an important guarantee for the scientificity and accuracy of the follow-up experimental research.Finally,combined with data analysis and their own classroom teaching experience,they give corresponding suggestions on strategies that can be taken to improve the efficiency of high school physics classroom teaching,including improving teacher synthesis.Quality Improve their overall quality and transformation of high school physics classroom teaching eight measures in three areas.Based on the effective measures to improve the efficiency of high school physics classroom teaching,the author combined the current teaching resources and information technology conditions,from the aspects of video teaching and demonstration experiments,designed the "overweight and weightlessness" teaching case,which enriched the teaching practice approach,and further High school physics classroom teaching is closely connected with actual life,which expands students' self-development space and enhances the effectiveness of high school physics teaching.Taking the parallel classes of Grade 4 and Class 5 of the first grade of Baodi District No.1 Middle School in Tianjin as the research object,the authenticity and effectiveness of the factors that affect the efficiency of high school physics classroom teaching and the solutions are verified.Through in-depth research on this subject,it will help to improve the efficiency of high school physics classroom teaching,which not only stimulates students' interest,mobilizes students' enthusiasm for learning,but also cultivates students' comprehensive quality.However,due to various factors such as its own level and ability,there are still some problems in the research of the subject,which are worthy of continued research and revision in teaching practice in the future.